"G. d'Annunzio"
None
Train high-tech knowledge designers who can manage complex intangible processes within a type of design that can be structured as follows, which also becomes the mode of examination as more below: STRUCTURE BASE PROJECT WORK ( (SBPW) for “ Diagnostics” ( 1 to 6 ) and Therapy (7) in complex organizations and complex phenomena where the ethical-data relationship is srategic. 1 Background or scenario analysis ( LEDDET four-phase cycle: legislative expansion, demographics, development, technology) 2 Strategic goal and related tactical objectives of the project 3 The Conceptual Logic ( Epistemology and Theory). The Methodological String connecting 3 to 6 : concept ( as a position in a theoretical system and container of data )- operational definition- indicators- variables 4 The Methodological Design of the Research. Validity, comparability , compatibility, reliability and convergence 5 Technical tools adopted and operational work Internal consistency between collection tools and processing tools 6 Empirical Generalizations 7 Guidelines for Policy Modeling 8 Bibliography American-style notation) For MA/ M.A. 35,000 characters including spaces excluding bibliography for individual project. The 'topic is the student's choice as long as it is consistent with the examination program and firmly anchored to it by notation and bibliography.
The relationship between ethical issues and big data has long been a slippery slope that could lead to misunderstandings that this teaching seeks instead to unmask and avert : 1 that “ethical” issues are fundamentally normative or even prescriptive philosophical assumptions and that 2 data describe realities in themselves as if the empirical moment were distinct from other steps in cognitive processes. Through the general theory of complex evolutionary social systems we will see how philosophical-legal ethical responses are almost always inefficient and wasteful from every point of view as well as the illusion that the data returns reality per se. ethics and data , when they work create an evolutionary design strategy for the sicial complexity of knowledge intensive and high tech organizations. Such a design strategy constitutes the core of this teaching.
The relationship between ethical issues and big data has long been a slippery slope that could lead to misunderstandings that this teaching seeks instead to unmask and avert : 1 that “ethical” issues are fundamentally normative or even prescriptive philosophical assumptions and that 2 data describe realities in themselves as if the empirical moment were distinct from other steps in cognitive processes. Through the general theory of complex evolutionary social systems we will see how philosophical-legal ethical responses are almost always inefficient and wasteful from every point of view as well as the illusion that the data returns reality per se. ethics and data , when they work create an evolutionary design strategy for the sicial complexity of knowledge intensive and high tech organizations. Such a design strategy constitutes the core of this teaching. Significantly, this implies taking note that both ethical modeling and big data are constructions that are semantically non Tarskian, open enough to allow for structural couplings that are not over- or under-interpreted. In other words, that ethics and big data are constructions that can be interfaced and thus co-designed at the same level of abstraction without falling into the perspectival error that the former drives the latter like a brain drives brute matter. In this sense, the most typical design error-which strongly emerges from cybersecurity policies-is to understand these as the new fortified walls and boiling pitch of a kind of digital neo-middle age as if existing institutions could manage the digital ceteris paribus
A.Pitasi , La matematica ddella società , Tabedizioi, Rom a 2023 D. Norman, La caffettiera del masochista, Giunti, Firenze 2019 N.Luhmann, Il paradigma perduto , Meltemi, Roma 2005 solo da pag. 45 a pag. 59
Lectures, tutorials , simulations and also classroom work to partially develop the SBPW mentioned in the previous point, SBPW that will be completed as homework and then presented orally on the day of the appeal
Classroom exercises and simulations on the SBPW, tutoring on SBPWs in progress, and finally presentation of the SBPW at the institutional oral appeal